Input: Input is something that is said or presented to a learner. ESL students need to be able to understand what is being conveyed to them. To learn a new language, usually the input or message being presented is slightly more difficult than what the learner can understand. Language acquisition goes through four stages of input. 1. Apperception-the learner is able to connect the new language with prior learning. 2. The learner begins to comprehend the input such as semantics and language structure. 3. The learner acquires new linguistic information like grammar and matches it with existing knowledge. 4. The learner is able to comprehend, connect, and store new language information while integrate it into their current knowledge.
Classroom Tip: Teachers must constantly involve students, ask many questions, and encourage students to express their ideas and thoughts in the new language. http://www.teachervision.fen.com/learning-disabilities/bilingual-education/10260.html
Output: Output is when an ELL practices speaking English with their peers. This practice is just as important as input. Once the knowledge is inputted then the student “outputs” orally. Output is important to the ELL because it gives them an opportunity to check and correct their language usage. There are four areas involved in output. 1. Testing hypothesis-interacting and experimenting with L2. 2. Receiving feedback-making corrections, adjusting and re-organizing sentences. 3. Developing automaticity-consistent and meaningful practice of grammar. 4. Shifting from meaning-based processing- producing the language and then analyzing the speech for errors, mismatches, and deficiencies.
Classroom Tip: There is more opportunity for oral practice and for repetition of content information as peers help new learners of English negotiate meaning so encourage interaction with native English speakers as much as possible. http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
Role of Interaction:
We should use interaction in second language learning because it involves practice and usage of the language, which contributes to fluency. Interaction works as a form of trial and error in SLA. I think one of the bests way to learn is from our own mistakes; therefore, interaction gives students a chance to practice, review mistakes, revaluate, and try again. In my Spanish class I took in Costa Rica, we had an assignment everyday to interact with someone in the community by asking certain questions. This was a great learning experience and a great example of interaction.
Comprehension: In general usage, and more specifically in reference to education, it has roughly the same meaning as understanding. Understanding (also called intellection) is a psychologicalprocess related to an abstract or physical object, such as a person, situation, or message whereby one is able to think about it and use concepts to deal adequately with that object. Taken fromwww.wikipedia.org. As a classroom teacher, when you use input, output, and interaction strategies you improve the student’s level of comprehension.
Classroom Tip: We acquire language when we understand messages, when we understand what people tell us and when we understand what we read. Activities to improve comprehension can include games, dance, sports and projects. The best activities are those in which students are completely absorbed, in a sense forgetting that they are using another language. http://www.sdkrashen.com/articles/eta_paper/all.html
References
Sauro, S. (2006). INVESTIGATIONS IN INSTRUCTED SECOND LANGUAGE ACQUISITION. Studies in Second Language Acquisition, 28(4), 656-657. Retrieved from E-Journals database.
Thomas, M. (2005). Theories of second language acquisition: three sides, three angles, three points. Second Language Research, 21(4), 393-414. Retrieved from E-Journals database.
Anna Costa
Graduate Assistant
Middle Tennessee State University
Certified Pre-K teacher, working on ESL endorsement aec2y@mtmail.mtsu.edu
Input, Output, and Interactions
Input:
Input is something that is said or presented to a learner. ESL students need to be able to understand what is being conveyed to them. To learn a new language, usually the input or message being presented is slightly more difficult than what the learner can understand. Language acquisition goes through four stages of input. 1. Apperception-the learner is able to connect the new language with prior learning. 2. The learner begins to comprehend the input such as semantics and language structure. 3. The learner acquires new linguistic information like grammar and matches it with existing knowledge. 4. The learner is able to comprehend, connect, and store new language information while integrate it into their current knowledge.
Classroom Tip:
Teachers must constantly involve students, ask many questions, and encourage students to express their ideas and thoughts in the new language.
http://www.teachervision.fen.com/learning-disabilities/bilingual-education/10260.html
Output:
Output is when an ELL practices speaking English with their peers. This practice is just as important as input. Once the knowledge is inputted then the student “outputs” orally. Output is important to the ELL because it gives them an opportunity to check and correct their language usage. There are four areas involved in output. 1. Testing hypothesis-interacting and experimenting with L2. 2. Receiving feedback-making corrections, adjusting and re-organizing sentences. 3. Developing automaticity-consistent and meaningful practice of grammar. 4. Shifting from meaning-based processing- producing the language and then analyzing the speech for errors, mismatches, and deficiencies.
Classroom Tip:
There is more opportunity for oral practice and for repetition of content information as peers help new learners of English negotiate meaning so encourage interaction with native English speakers as much as possible.
http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php
Role of Interaction:
We should use interaction in second language learning because it involves practice and usage of the language, which contributes to fluency. Interaction works as a form of trial and error in SLA. I think one of the bests way to learn is from our own mistakes; therefore, interaction gives students a chance to practice, review mistakes, revaluate, and try again. In my Spanish class I took in Costa Rica, we had an assignment everyday to interact with someone in the community by asking certain questions. This was a great learning experience and a great example of interaction.
Classroom Tip:
It is important that during the multitude of grammar and pronunciation lessons that students are taught that they are also given a chance to learn about how to interact in a culturally appropriate way in their new country.
http://www.associatedcontent.com/article/2522053/teaching_culturallyappropriate_social.html
In general usage, and more specifically in reference to education, it has roughly the same meaning as understanding. Understanding (also called intellection) is a psychological process related to an abstract or physical object, such as a person, situation, or message whereby one is able to think about it and use concepts to deal adequately with that object. Taken from www.wikipedia.org. As a classroom teacher, when you use input, output, and interaction strategies you improve the student’s level of comprehension.
Classroom Tip:
We acquire language when we understand messages, when we understand what people tell us and when we understand what we read. Activities to improve comprehension can include games, dance, sports and projects. The best activities are those in which students are completely absorbed, in a sense forgetting that they are using another language. http://www.sdkrashen.com/articles/eta_paper/all.html
References
Sauro, S. (2006). INVESTIGATIONS IN INSTRUCTED SECOND LANGUAGE ACQUISITION. Studies in Second Language Acquisition, 28(4), 656-657. Retrieved from E-Journals database.
Thomas, M. (2005). Theories of second language acquisition: three sides, three angles, three points. Second Language Research, 21(4), 393-414. Retrieved from E-Journals database.
Anna Costa
Graduate Assistant
Middle Tennessee State University
Certified Pre-K teacher, working on ESL endorsement
aec2y@mtmail.mtsu.edu